Program Document

Carpenter Makerspace Program Document

DEA 3590 Fall 2016 JJ Erpaiboon, Charlotte Hersh, Dina Kaganer, Jonathan Pao, Amira Samiy

This program was created by Amira Samiy, Charlotte Hersh, Dina Kaganer, JJ Erpaiboon, Jonathan Pao, students from multiple backgrounds and disciplines in DEA 3590: ProblemSeeking Through Programming. Our goal is to work with representatives from Mann Library, our client, as well as diverse stakeholders, such as faculty and students of the Cornell University at large, to create a program document that will inform the design of a future makerspace in Carpenter Hall.

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Table of Contents Introduction

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Mission Statement Executive Summary Programming Approach

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Problem Statement

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Problem Context: Background, Stakeholders, User Profiles & Site Physical Traces Issues

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Recommendations

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Goals, Performance Requirement Statements and Concept Diagrams Line-by-line Program Adjacency Diagrams Detailed Program

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Appendices

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Summary of Interviews Rev: Ithaca Startup Works Tour Observations Survey Analysis Individual Duties References

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Introduction Mission Statement Executive Summary Programming Approach

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Glossary Makerspace

Makerspaces provide tools and space in a community environment—a library, community center, private organization, or campus. Expert advisors may be available some of the time, but often novices get help from other users. The makerspace—sometimes referred to as a hackerspace—is often associated with fields such as engineering, computer science, and graphic design. This idea of a collaborative studio space for creative endeavors has caught hold in education, where the informal combination of lab, shop, and conference room form a compelling argument for learning through hands-on exploration (Educase, 2013).

Trace Observations

Observing traces is an unobtrusive method. It is a useful research tool that can produce valuable insights at the beginning of a project, test hypotheses in the middle, and be a source of ideas and new concepts throughout (Webb et al., 1966; Zeisel, 2016).

Personas

The purpose of personas is to create reliable and realistic representations of your key audience segments for reference. Personas help to focus decisions surrounding site components by adding a layer of real-world consideration to the conversation. They also offer a quick and inexpensive way to test and prioritize those features throughout the development process (U.S Department of Health & Human Services, 2016).

Line by Line Program

Line by line programs lays out the types of spaces, the number of each types of spaces, the square footage for each type, the total sqare footage for each type, the total net square footage and gross square footage for a facility (Maxwell, 2016).

Ambient Lighting

Ambient lighting provides an area with overall illumination. Also known as general lighting, it radiates a comfortable level of brightness without glare and allows you to see and walk about safely (American Lighting Association, 2016).

Task Lighting

Task lighting helps you perform specific tasks, such as reading, grooming, preparing and cooking food, doing homework, working on hobbies, playing games and balancing your checkbook. It can be provided by recessed and track lighting, pendant lighting and undercabinet lighting, as well as by portable floor and desk lamps ((American Lighting Association, 2016).

FF&E

FF&E stands for furniture, fixtures, and equipment.

* glossary terms in this program document are highlighted

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Mission Statement The mission of this project is to provide a program for the design of a makerspace that is engaging, educational, safe, accessible, and meets the various technological and creative needs of students, faculty, and staff at Cornell; and is integrated into the existing environment of Carpenter Hall and the College of Engineering.

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Executive Summary This project aims to provide the client, the Cornell Library system, with an architectural programming document to inform the design of a makerspace located in the Blue Lab within Carpenter Hall. This program seeks to accommodate anyone affiliated with Cornell University who may wish to use the space, as well as to encourage and inspire these people to see themselves as “makers.�

Scope of Work This program document first summarizes the spatial and user needs of a new Carpenter Hall makerspace, which were derived from interviews and research. Beginning with primary source research and paying special attention to the resources provided by the client, the programming team identified key issues concerning the creation and maintenance of makerspaces. Following this research, an online survey was generated and distributed to Cornell student groups, and sent to targeted individuals based on their interests, through the Google Forms platform. Both informal and structured interviews were conducted with faculty and students, primarily in the College of Engineering. Additionally, physical trace observations of the current environment were noted to assess the feasibility of a redesign. Based on this research, personas were developed to help determine the particular needs of the future space users.

After the spatial and user needs were identified, a mission statement, goal statements, and performance requirement statements were generated. A line by line program and two-time phased programming plan include recommendations for the space.

Summary of Findings The analysis of the current space, the Blue Lab, brought to light a number of concerns relating to acoustics, storage, lighting, safety, ventilation, and equipment which have been taken into account in this program for a new makerspace. As the space is located within a library and will likely be noisy, it is important to address acoustics management. Additionally, current storage solutions are lacking.

Furthermore, there is limited ambient lighting and task lighting. Because the Blue Lab will be converted to a makerspace, safety (around equipment) and ventilation will need to be improved. Lastly, some of the current furniture, fixtures and equipment (FF&E) may be conserved in the transition of the space into a makerspace. These considerations and the new FF&E will need to support active experimentation and innovation.

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Recommendations After conducting scholarly research, field survey, and stakeholders interviews, a set of recommendations were generated to inform the program of a makerspace in Carpenter Hall. A line by line analysis, detailed space requirements, and recommendations were provided for two phases. The first phase addresses recommendations for the current space in Carpenter Hall, while the second phase addresses recommendations for the intended renovation of the building.

Through the implementation of the recommendations, the space will seek to accommodate the needs of its intended users. The main points of recommendation were based on the key issues identified: acoustics, storage, lighting, safety, ventilation, FF&E, and accessibility. The recommendations were centered around reducing these current issues and making the space fit to become a makerspace; for example, recommendations were provided for reducing crowding, maximizing appropriate lighting, providing a variety of storage, reducing hazards to safty, promoting accessibility, and including appropriate and updated FF&E.

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Programming Approach Two programming approaches were applied throughout the course of this project, namely the user profile approach and organizational change approach.

User Profile Approach Community inclusion is a key issue for this programming project; this approach will provide a better understanding of how to create a welcoming and inclusive makerspace for all Cornell affiliates, where no one feels intimidated. Users should feel comfortable to learn and experiment with tools they have not used before and feel comfortable failing. Identifying user types, constructing user profiles, and deriving requirements for each user will provide a better understanding of who will be attracted to the space and how appropriate the program can facilitate design solutions.

Organizational Change Approach Aside from the User Profile Approach, the Organizational Change Approach was used to identify and align project and client goals with physically implementable solutions in the space. For this approach, the team began by listing the characteristics that affect the management and social goals, and then produced design guidelines and features that support desired activities and hinder unwanted ones with the intention of promoting the client’s overall goals for the space. The list of goals is included later in the Stakeholder section.

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Problem Statement Problem Context: Background Stakeholders Universal Design User Profiles Site Physical Traces Issues

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Glossary Principles of Universal Design

The purpose of the Principles is to guide the design of environments, products and communications. According to the Center for Universal Design in NCSU, the Principles “may be applied to evaluate existing designs, guide the design process and educate both designers and consumers about the characteristics of more usable products and environments.” (The Center for Universal Design, 2008)

Personas

The purpose of personas is to create reliable and realistic representations of your key audience segments for reference (U.S Department of Health & Human Services, 2016).

Sound Abatement

A set of strategies or techniques to reduce and control annoying or harmful noise in an environment (Collins Dictionary, 2016).

Hotelling

Hoteling is the office management strategy that considers certain office resources, such as workspaces and equipment, to be shared assets, rather than assets ‘owned’ by specific individuals within an organization (General Services Administration, 2016).

* glossary terms in this program document are highlighted 11

Background In today’s labor market, there has been an increasing need for the ability to innovate, collaborate and respond to change in creative ways. These skills require a combination of knowledge from experience and from theory. Educational institutions which foster collaboration and creativity, also better prepare students for the future.

To help spark tinkering, exploration, and innovation, makerspaces have become a popular way to provide a community center with tools for students to create, build prototypes, explore questions, fail and retry, and bounce ideas off one another. In essence, a makerspace is a physical location where people gather to share resources and knowledge, work on projects, network, and build. The space is generally used for technological experimentation, hardware development, idea prototyping, self-directed individual inventors, and creative teams.

A makerspace often contains: Supplies (cardboard, plastic, metal, gears, paints, wood, batteries) Tools (welding machine, laser cutter, 3D printer, power tools) Human resources (supervisors, mentors, helpers) to support invention.

Stakeholders The stakeholders are the students, faculty, and staff of Cornell, project teams and clubs, Cornell Make, Cornell libraries, and the Cornell administration. They will be involved in every step of the planning process for this programming document.

Following an organizational change approach, the team sought to outline the stakeholders’ social and management goals, especially those of the client. Based on meetings with the client, survey responses, and in-depth interviews, the following social and management goals for the Carpenter makerspace have been conceived: Encourage and inspire all potential users see themselves as “makers” Make it easy for everyone, regardless of expertise or field, to work on projects of their own design Create a space that is approachable and welcoming to all Facilitate access to the resources (physical, virtual, and human) which users need to carry out their projects Bring people of various backgrounds, interests, and skill levels together Encourage users to be comfortable with experimentation and failures

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Universal Design One goal which focused on was, closely related to the goal of providing a space for people of varying interests and skill levels, is creating a space that abides by the Principles of Universal Design. Universal design is an inclusive design philosophy that specifies that all spaces should be inherently accessible for all users of diverse abilities (The Center for Universal Design, 2008). Instead of focusing on those with differing capacities, the principles of universal design suggest solutions that seek to meet everyone’s needs, regardless of age, physical, visual, auditory or mental ability. The seven principles that will guide the design of Carpenter Hall Makerspace are: Equitable Use: The design is useful and marketable to people with diverse abilities.

Flexibility in Use: the design accommodates a variety of individual preferences and abilities Simple and Intuitive Use: The use of the design is easy to understand regardless of the user’s experience, knowledge, language skills, or current concentration level Perceptible Information: The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities.

Tolerance for Error: design reduces potential for hazards and unintended or accidental actions Low Physical Effort: design can be used efficiently and comfortably without fatigue Size and Space for approach and use: appropriate size and space is provided for appropriate use, regardless of user’s body size, posture, or mobility.

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User Profiles The main users are Cornell University students, faculty and staff. These makerspaces should be able to accommodate groups of individuals sharing space and tools, skill-building classes and workshops, or team-building activities for student organizations. Therefore, the social atmosphere of the makerspace should be able to foster both collaboration and individual work (Educause, 2013).

Although this space will be part of the engineering community, it is important that this space be open to everyone, regardless of academic area of interest. Users who are already proficient at making things should be as welcomed as new learners. Anyone who uses the space should feel comfortable, unintimidated, and willing to test new ideas. Interdisciplinary users should feel a sense of enjoyment in experimentation and innovation.

Based on this user profile approach, personas based on the potential users have been developed:

Alex Brust

The computer science major who wants to connect with another makerspace

Extrovert Group Sitting Low Tech

Introvert Alone Standing High Tech

Background Year: Sophomore Major: Computer Science Hobbies: Reading, smash bro’s, programming, hiking

Alex is a computer science major who loves to program during his free time. Most of the time his assignments are small projects which means that he frequently works alone. After his last summer internship, he has begun to enjoy working with others because it allows him to get more perspective and it’s a faster and more effective process.

Sometimes he will find inspiration in something he thinks is funny, so he often comes up with silly ideas, which he later develops into more serious projects. All of his ideas have been software related. Alex lacks motivation when he gets to difficult parts of his projects, and tends to give up easily. Ideally, if he had more people to share work with, he could finish one of his personal projects. He understands that people are busy and focused on their own work and projects, but he holds out hope that he will find someone to work on a project with.

Since Alex is more software driven he is not interested in the engineering makerspace, but expressed curiosity in the other makerspaces that are more focused on software and digital design.

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Brian Thompson

The engineer who needs a meeting space for his project team

Extrovert Group Sitting Low Tech

Introvert Alone Standing High Tech

Background Year: Junior Major: Civil Engineer Hobbies: Tennis and hiking

Brian is a junior in the civil engineering department, and is also captain of a project team focused on seismic design. His goal is to go into construction infrastructure, making the project team the perfect fit for him. Brian usually gets assigned individual work, but prefers to work with others because it helps him learn the material and test his knowledge. Since he is a civil engineer, Brian always has the impulse to build things, but has never made his mind up of actually doing a personal project because every time he comes up with one, he can’t find the time, space, or tools to do it.

Currently Brian’s project team uses Hollister 266 which, according to him, is unorganized, cramped, and old. He has expressed great interest in having a makerspace on campus for his project team,

Helen Lu

The engineer who wants to make something for herself but doesn’t have the tools.

Extrovert Group Sitting Low Tech

Introvert Alone Standing High Tech

Background Year: Senior Major: Civil Engineer Hobbies: Drawing, painting, hiking, running, crafting

Helen is a senior in the civil engineering department who loves to draw and paint during her free time. However, her major is very time consuming and she finds it difficult to find the time because of all the problem sets and group projects that get assigned. She prefers to work alone with blasting music or white noise but occasionally enjoys collaborating with fellow students.

One of Helen’s hobbies is crafting so once in a while she has the desire to build decorative things but rarely has the equipment to do so at school. Her goal is to build a charcoal drawing for her room and to 3D print a nightstand. In addition, she hopes that the carpenter makerspace will have tools and saws for basic carpentry projects.

Sharon Wilck

The intimidated but curious hotelie who has an eye for design

Extrovert Group Sitting Low Tech

Introvert Alone Standing High Tech

Background Year: Senior Major: Hotel Administration Minor: Design and Environmental Analysis Hobbies: Baking/cooking, tennis, soccer

Sharon is a senior in the Hotel Administration School who is minoring in Design and Environmental Analysis because she is very interested in applying design strategies to the workplace and hospitality industry. She loves working on group projects and collaborating with other students because it allows everyone to combine their expertise into a final product. In the past, she wanted to write an android application but didn’t have the experience to do so. Luckily, she found a few friends who were also interested and had previously worked on similar projects.

Now, Sharon is interested in doing more hands-on projects and learning how to use some technology and tools, such as AutoCAD and 3D printing. However, she’s a little intimidated by machines and specialized technology and is worried that she will be the only one who doesn’t

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Site Carpenter Hall houses the Cornell Engineering Library and Academic Computing Center, located at 313 Campus Road in the northeast corner of the Engineering Quadrangle. The building itself consists of two above ground floors, and a basement, and contains resources, workspaces and study spaces with librarians on site for reference consultation.

There is currently no space in Carpenter Hall that has been officially designated a the makerspace, yet the specific space that has been proposed for the makerspace is the Blue Lab and the meeting room at its rear. This space is currently used as a general computer lab for library goers and is occasionally reserved for computer science classes and events. The meeting room behind the lab belongs to the Cornell Annual Fund and is occupied only when it is used as a call center.

It should be noted that there are plans for future development in the Engineering Quad. A new building is set to replace Carpenter Hall, providing new space for the Sibley School of Mechanical and Aerospace Engineering and for the School of Civil and Environmental Engineering (Emro, 2007).

Figure 1: Floor Plan

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Physical Trace Observation From examining the Blue Lab and taking note of physical traces and space usage, it is possible to infer how the current space has transformed since Carpenter Hall was first built, the decisions that designers and architects made about the space, how people currently use it, and how it meets these people’s needs. Below are some of the prominent physical traces found in the in Carpenter Hall’s Blue Lab and the meeting space behind it. While the Blue Lab is not currently used as a makerspace, observing its current characteristics will help inform what changes will need to be made in the creation of a makerspace.

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Positive

Images

Description

Acoustics

Sound is well insulated: noise levels in the Blue Lab and conference room to its rear are barely audible in the surrounding library spaces.

Natural Daylighting

Natural daylight illumination in the space contributes to creating a welcoming environment.

High Ceiling

There are relatively high ceilings in the space, which is known to promote more abstract and creative thinking (Meyers-Levy & Zhu, 2007).

Ventilation Indoor air quality and ventilation in this room is better than in most rooms in the building; however, it could still be improved. The system generates white noise from machinery, which is known to assist productivity.

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Negative

Images

Description

Crowding Circulation space around the desks do not comply with the minimum of 36 inches wide required for compliance with ADA. In addition, the space lacks the minimum 30x48 inches of clear floor space.

(ADA, 1990)

Lighting There is a lack of functioning task lighting in both the lab space and meeting room.

Ambient lighting and natural light from large windows constitute the primary light sources. At nighttime, the meeting room is very poorly lit as the ambient lighting is insufficient and/or non-

Storage There is a lack of storage in both spaces. In the meeting room, there is only one cabinet for storage. All materials seem to be laid out on the tables and floors. In the Blue Lab, there is some storage space within the walls, but obstructed paths prevent easy access to it. There is storage space in the book stacks behind the meeting room, but it is inaccessible

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Negative

Images

Description

Safety Hazard There is a lack of safe and adequate means of egress from the workstations to the exit, as the aisles are ridden with wires, cables, and chairs. These obstructed means of egress are potentially hazardous, as chairs can roll over them and perhaps erode the wires.

Accessibility Signs indicating the room number are not in Braille. Also, tables are not adequately high for wheelchair access, nor is there room for a wheelchair’s turning radius

Ventilation The HVAC vents show signs of the physical trace of leftovers: residue, dust, and mold, and also do not seem to be uniformly distributed throughout nor located in efficient places (on the ceiling).

FF&E The current furniture is old, and fabrics are degrading. The colors of the furniture specified are dull and grey. Lighting fixtures are few and difficult to operate as they are on a track.

Some are no longer functioning.

Equipment, specifically the vast amount of cables, are disorganized and scattered; they often times get in the way of other furniture and can be hazardous.

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Issues From our secondary research, survey, and interviews, key issues related to acoustics, storage, accessibility, safety, venitlation, lighing, and fixtures, furniture, and equipment (FF&E) surfaced. These findings informed the considerations outlined below.

Acoustics In other collaborative workspaces, such as Rev Ithaca Startup Works, acoustic buffering is useful to maintain an efficient work environment which supports both individual and multiple group work.

Research shows that noise is not only distracting, but also forces people to speak louder (Jaffe & Cooper, 2000). At reverberation levels of .8 to 1 seconds, echoes of one’s own voice can also contribute this effect (Biamp Systems, 2012). Noise levels of 55 decibels is the maximum level tolerable for intellectual work such as drawing and design work (Dul & Weerdmeester, 2001). With heavy machinery such as CNC mills, noise levels can reach levels of up to 85 dba (Haas CNC, 2016). Placing all noisy machinery within partial enclosures can reduce this noise somewhat, but full enclosures can reduce this noise most effectively (Matisons, 2016). Sound abatement is an important issue, especially if the makerspace is in close proximity to other quiet work areas (Acoustical Surfaces Inc., 2016).

Storage Storage is imperative to take into consideration in the design of the Carpenter Hall Makerspace. From findings and interviews with stakeholders, notably Engineering students and faculty, storage has arisen as a key problem. Ample storage that can be easily shared, protected, and physically accessed is lacking. Some storage systems can be integrated into the furniture, which would assist the interior space management (Cusker, 2016). The current space has limited storage and vast amounts of windows, which inhibits wall storage, and thus encourages the implementation of storage integrated into furniture.

For example, perhaps workbenches can include cubbies for stored innovations and prototypes, or serve as lockers under a “hotelling� principle (Ocken, 2016). The storage was in fact considered in the design, but because of the difficulty in using it, it is rendered useless.

Accessibility Because the space is intended to be welcoming to all Cornell students, faculty, and staff, it is imperative that the space be accessible to people of varying ability. Based upon the Principles of Universal Design, equitable use, flexibility in use, simple and intuitive, perceptible information, tolerance for error, low physical effort, size and space for approach and use should be considered to create a space that all may use (National Disability Authority, 2012).

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Safety Out of the three makerspaces proposed by Cornell University, the one in Carpenter Hall is the most tech-heavy, which means that there will have to be a strong emphasis on safety. The structure of the space should be able to withstand the weight and electrical requirements for heavy machinery loads. A meeting with representatives from the Cornell Make Club brought to light issues of theft, supervision, and accountability of losses (Cornell Make Club, 2016). The technology and equipment that will be used in the space is expensive which makes it desirable to steal; thus some form of lock system will have to be implemented. In addition, users of the space might not know how to use the equipment so having a form of supervision or lessons will be important. Consideration must also be givent to limiting hazards with sharp objects and chemicals, and fire codes must be taken into account. Protective eyewear, too, must be worn when operating machinery.

Ventilation The makerspace will have heavy machinery, such as laser cutters and desktop CNC mill machines, producing particles that would affect air quality. For example, during the engraving and cutting operation of a laser, smoke and particles are generated as the engraving material is being vaporized by the laser (Fruciano, 2010). The smoke and particles in the air will affect the space’s air quality and environmental health, making it an unpleasant work environment. The stakeholders, Camille and Jeremy, emphasized the importance of air quality in the space, therefore ventilation needs to be taken into consideration.

Lighting A key design principle in workplace design is split task and ambient lighting. As this makerspace is place for work, lighting techniques will support the various activities that will transgress in the space, thereby employing both ambient/room lighting and task/focused lighting (Cornelissen, 2016). Providing ample and flexible lighting will ensure the user’s health, wellbeing, and safety as they will likely be doing detailoriented manual work and using machinery. Additionally, natural lighting will be maximized. Research shows that daylighting improves human performance in buildings (Heschong, 2000). Thus, through appropriate lighting, the space should facilitate idea generation and support creative and productive outcomes.

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Furniture, Fixtures, and Equipment Providing furniture, fixtures, and equipment that support active experimentation and innovation will be a crucial aspect for creating the makerspace in Carpenter Hall. It is essential to provide equipment that supports collaboration; especially in a such a tech-heavy makerspace.

In addition, it is crucial to have durable interior materials that support the equipment and various types of work set to occur in the space, as well as overall longevity. For example, it would be ideal to provide work surfaces that allow for high contrast and can be roughed up during messy work (Sanborn, 2016).

Currently, the Blue Lab is a computer lab where the finishes and fixtures are unfit for a makerspace; so the flooring, lighting, furniture, will have to all change for the creation of the Carpenter makerspace.

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Recommendations Goals, PR Statements and Concept Diagrams Line-by-line Program Adjacency Diagrams Detailed Program

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Glossary dBa

dBA levels are “A” weighted according to the weighting curves to approximate the way the human ear hears. For example, a 100 dB level at 100 Hz will be perceived to have a loudness equal to only 80 dB at 1000 Hz. The dBA scale is based on a child’s hearing and was originally documented based on actual hearing tests to characterize the human ear’s relative response to noise (IAC Acoustics, 2016).

Personal protective equipment

Personal protective equipment, commonly referred to as “PPE”, is equipment worn to minimize exposure to hazards that cause serious workplace injuries and illnesses.

These injuries and illnesses may result from contact with chemical, radiological, physical, electrical, mechanical, or other workplace hazards. Personal protective equipment may include items such as gloves, safety glasses and shoes, earplugs or muffs, hard hats, respirators, or coveralls, vests and full body suits (United States Department of Labor, 2016).

Crash bars

A crash bar, also known as a push bar or panic bar, is a device used to unlock a door during emergencies.

Egress

A continuous and unobstructed path of vertical and horizontal egress travel from any occupied portion of a building or structure to a public way. A means of egress consists of three separate and distinct parts: the exit access, the exit and the exit discharge (International Building Code, 2006).

Area of refuge

If there is a major emergency that requires a building evacuation, people with disabilities may not be able to evacuate without help. There are designated areas of refuge in each building that provide protection where they may wait until assistance is available from Public Safety or emergency responders (Miami Dade College, 2016).

Exit discharge

The means of egress includes the exit discharge, which is the portion of the means of egress between the building exit and a public way such as a street, alley, parking lot or similar open area (North Dakota Department of Health, 2000).

Exit passageway

An exit passageway is an exit component that is separated from all other interior spaces of a building or structure by fire-resistance-rated construction and opening protectives. An exit passageway provides a protected path of egress travel in a horizontal direction to the exit discharge or the public way (International Building Code, 2006).

Ergonomic

Ergonomic furniture or equipment is designed in a way that makes it comfortable and effective for people who use it for their work (Cambridge English Dictionary, 2016). * glossary terms in this program document are highlighted 25

Goals, Performance Requirement Statements and Concept Diagrams Upon field research, scholarly research, and interviews with multiple stakeholders, a set of recommendations were generated to the design of the future Carpenter Makerspace.

Goal: Appropriate acoustics will be provided to limit disruption of adjacent spaces and between subspaces.

PR: The use of noise abatement materials should be maximized within the space.

PR: Noises emitted from the space should not exceed 55 dBa (Dul & Weerdmeester, 2001).

PR: Partitions should be included between group spaces to abate speech disruption.

PR: Floor and ceiling materials should reduce reverberation.

Partition separating two group spaces

Goal: Storage space will be maximized to accommodate projects and extra materials.

PR: Storage design should be tailored to and identify with the tools it houses.

PR: Furniture such as tables, desks, and chairs should include storage space.

PR: Storage should accommodate various sizes of stored items such as laptops, tools, and backpacks.

Storage for a variety of sizes of stored items

Storage integrated into furniture

Intuitive storage labels

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Goals, Performance Requirement Statements and Concept Diagrams Goal: The space will provide appropriate lighting to support all types of work conducted in the space.

PR: Windows treatments should minimize glare PR: Task lighting should be easily controllable PR: Light fixtures, such as lamps, should be accessible, adjustable and in close proximity of desks and chairs PR: The space should incorporate both ambient and task lighting PR: The minimum average illumination level of task and ceiling lighting should be 500 lumens/square meter (General Services Administration, 2016).

Controllable task lighting

Ambient and task lighting in the workspace

Goal: Lighting solutions will support energy efficiency.

PR: Daylight infiltration should be maximized.

PR: Ambient light should prioritize the use of energy efficient light bulbs.

PR: Lighting solutions should incorporate motion sensored lighting.

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Goals, Performance Requirement Statements and Concept Diagrams Goal: FF&E and architectural features will provide a secure environment.

PR: Machinery and storage should be continuously monitored by video surveillance.

PR: Some storage should be restricted to authorized personnel.

PR: Storage should be lockable to prevent theft.

Lockable storage

Goal: Safety measures will reduce harm towards users.

PR: There should be a designated area to store and discard sharp objects.

PR: There should be personal protective equipment available and accessible to all users.

PR: Personal protective equipment should be adjacent to workstations and machinery.

PR: Areas directly surrounding equipment should use flame retardant materials and should be free of clutter.

PR: Doors should have crash bars to ensure rapid egress.

Designated area to discard sharp objects

Ear Plugs

Safety Glasses

High Temperature Gloves

Hair Ties

Personal protective equipment provided for machine use

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Goals, Performance Requirement Statements and Concept Diagrams Goal: Indoor air quality will be suitable for the needs and comfort levels of users.

PR: Potentially harmful fumes from adhesive or other toxic substances should be properly ventilated.

PR: Users should be able to personalize ventilation and conditioning to their comfort (ASHRAE, 2009).

PR: Windows should be operable to allow fresh air to circulate throughout the space PR: Air purifying plants should be incorporated to improve indoor air quality

B

A

C

D

Customizable individual ventilation Operable window options to support the flow of fresh air

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Goals, Performance Requirement Statements and Concept Diagrams Goal: Accessibility will be provided for people with various mobility, visual, and hearing abilities.

PR: There should be at least two non-adjacent means of egress (IBC, 2003) PR: Independent storage units should be raised at least 15’’ off the floor (ADA, 2010).

PR: Means of egress should be continuous and unobstructed to an area of refuge or exit. (IBC, PR: Exits should be clearly marked and within a clear line of sight from all activities and equipment.

PR: Tactile exit signs mounted on walls at 48” from the floor should be adjacent to an exit passageway or exit discharge (ADA, 2010).

PR: Floor and walls colors should contrast with each other (The Society of Light and Lighting, 2012).

PR: Glare should be reduced on surface materials PR: Circulation paths should be wide enough for wheelchair access.

PR: Seating should accommodate wheelchair accessibility. .

PR: Work surfaces should allow for ample visual contrast with users’ tools and materials.

PR: Signage which designates spaces, restrooms and exit signs should be easily readable by users (ADA, 2010).

PR: Lighting should indicate which machines are available or in use.

B

A

C

D

A

C

Floor and wall colors contrast each other Two means of non-adjacent egress

Seating accomodating wheelchair accessibility

ADA-compliant signage

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Goals, Performance Requirement Statements and Concept Diagrams Goal: Furniture will align with the intended activities to be performed within the space.

PR: Workstations and seating should be able to be either mobile or stationary.

PR: There should be a flexible circulation path.

PR: Work surfaces should be durable and resistant to abrasion.

PR: Chairs should be ergonomic.

PR: Electrical outlets should be accessible and adjacent to all workstations.

PR: Fixtures and equipment should be easily cleanable).

B

A

Either the workstation or seating having wheels Flexible circulation path C

D

Goal: Furniture solutions will facilitate communication between makerspace users.

PR: Furniture should allow for visual access between users.

PR: Communication technologies should be supported within the space.

PR: The use of writable surfaces should be maximized, especially near group workstations.

PR: Group workstations should be placed centrally within the makerspace.

PR: Group workstations should be adjacent to individual workstations.

Furniture allows visual access between users

Group work is centrally located in the space

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Line-by-Line Diagram Based upon the floor plan provided by the client, the total square footage of the current space was determined. After listing the subspaces intended for the first phase of the program, square footage was assigned to each informed, in part, by the standard space requirements for such subspaces and the furniture required in each, but was also based upon the proportion of the overall space it should occupy.

After completing the detailed program for phase one spaces, square footage requirements for an ideal space were generated. Overall, most existing subspaces doubled in square footage in the hope that a larger space would be able to welcome more potential users and help support our organizational change goals, notably to facilitate access to the resources (physical, virtual, and human).

Existing Blue Room Space

Number

Square Footage

Total Square Footage

Computer Lab

1

864

864

Meeting Room

1

396

396

Storage Area

6

9.3

56

All

1,316

Blue Room Makerspace (Phase 1 and 2) Square footage requirements are approximations

Phase 1

Phase 2 Number

Sq. Ft

Total Sq. Ft

200

1

250

250

55

275

5

55

275

144

6 1

1728

65

576 65

288

Project Storage

4 1

140

140

Machines Area

1

200

200

1

200

200

Testing Zone

1

200

200

Conversation Space

180

360

Conference Room

2 1

440

440

Media Room

1

500

500

1

250

250

Kitchen Storage

1

50

50

Outdoor Area

1

200

200

Space

Number

Sq. Ft

Total Sq. Ft

Entrance

1

200

Individual Workspace

5

Shared Workspace

Experimentation Kitchen

Total

1,316

4,593

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Adjacency Diagram Phase 1

Outdoor Space

Testing Zone

Resources Workspaces Technology Nature Primary Adjacency Secondary Adjacency

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Adjacency Diagram Phase 2 Phase 2

Entrance

Machines Outdoor Space Project Storage

Shared Workstations

Informal Social Space

Meeting Room

Individual Workstations

Testing Zone

Kitchen Testing Zone

Kitchen Storage

Resources Workspaces Technology Nature

Outdoor Space

Media Room

Resources Workspaces Technology Nature

Primary Adjacency Secondary Adjacency

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Detailed Program The detailed program is intended to provide specific information to guide the design of each division of space. We have grouped different parts of the makerspace into seven different subspaces according to similarities in functions: entrance, digital display, project storage, desktop area, individual workspaces, shared workspaces, and machines area included in the first phase of the program. Within each space division, the detailed program is categorized as below: Goals: What organizational change goals should the space address?

Users: Who would use the space? How many users should the space accommodate?

Environmental Qualities: Which space issues should be addressed?

Equipment: What equipment should be provided in the space?

Accessibility: What physical, auditory, cognitive/mental and visual abilities should be taken into consideration?

Project Phasing The phasing for the program for the Carpenter Makerspace is twofold. Phase 1 is the earliest implementation, in which we specify the program for the design of a makerspace in the existing space, the Blue Lab and adjacent meeting room, with limited spatial design freedom. The College of Engineering, in which Carpenter Hall exists, has made plans to improve, upgrade, and rebuild its facilities for their students and faculty in the near future. Thus, a Phase 2 program has been added to address the program for the future Carpenter Hall Makerspace intended to be considered only once the building is rebuilt.

Oraganization In line with the space typologies created for the adjacency diagrams, the detailed program has been categorized to further emphasize the type of space being described. The categories are as follows: Resources

Workspaces

Technology

Nature

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Detailed Program Entrance Phase 1

Phase 2

Goals (General Goals, Organizational Change Goals)

Encourage and inspire all potential users see themselves as “makers” Create a space that is approachable and welcoming to all

Encourage and inspire all potential users see themselves as “makers” Create a space that is approachable and welcoming to all Demonstrate solidarity with all Makerspaces Makerspace on Cornell Campus

Users (Compatible Personas, Capacity)

The computer science major who wants to connect with another makerspace The engineer who needs a meeting space for his project team The engineer who wants to make something for herself but doesn’t have the tools The intimidated but curious hotelie who has an eye for design Capacity: five people

The computer science major who wants to connect with another makerspace The engineer who needs a meeting space for his project team The engineer who wants to make something for herself but doesn’t have the tools The intimidated but curious hotelie who has an eye for design Capacity: seven people

Environmental Qualities (Lighting, Ventilation)

Feature lighting above the reception desk Five Recessed can LED lights

Feature lighting above the reception desk Seven recessed can LED lights Angled spot lighting to illuminate vertical displays (recessed cans)

Architectural Features (built-in: equipment, sub-spaces)

One wall-mounted tv screens live streaming other campus makerspaces Thick yet transparent entrance walls so visitors can see in from the outside Vinyl branding on entrance walls Floor material should be suited for commercial use: easily cleanable, nonslip, low maintenance, non-porous Dropped ceiling above the receptionist table to emphasize entrance and serve as landmark Acoustical ceiling material

Seven sqft bookcase Accent wall that reflects brand of the makerspace Built-in/custom reception desk Two wall-mounted tv screens live streaming other campus makerspaces Transparent entrance walls so visitors can see in from the outside Vinyl branding on entrance walls Visually interesting, dense and lowprofile carpeting in seating area Floor material should be suited for commercial use: easily cleanable, non-slip, low maintenance, nonporous Dropped ceiling above the receptionist table to emphasize entrance and serve as landmark

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Dropped ceiling above the receptionist table to emphasize entrance and serve as landmark Acoustical ceiling material

Detailed Program Entrance

Phase 1 Accessibility (Physical, Auditory, Cognitive, Auditory)

Fixtures, furniture, and equipment (FF&E)

can see in from the outside Vinyl branding on entrance walls Visually interesting, dense and lowprofile carpeting in seating area Floor material should be suited for commercial use: easily cleanable, non-slip, low maintenance, nonporous Dropped ceiling above the receptionist table to emphasize entrance and serve as landmark

Phase 2

High contrast between flooring material and wall colors No sharp corners for reception desk

High contrast between flooring material and wall colors No sharp corners for reception desk

One Ergonomic chair for receptionist One receptionist desk with at least 14 sqft of counter space Signage listing machines, equipment, and tools

Three ottomans adjacent to reception desk One ergonomic chair for receptionist LED vertical display listing available and occupied/in-use machines and spaces

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Detailed Program Individual Workspaces Phase 1

Phase 2

Goals (General Goals, Organizational Change Goals)

Facilitate access to the resources (physical, virtual, and human) which users need to carry out their projects To provide a flexible work environment that allows users to control their environment based on personal comfort

Facilitate access to the resources (physical, virtual, and human) which users need to carry out their projects To provide a flexible work environment that allows users to control their environment based on personal comfort

Users (Compatible Personas, Capacity)

The computer science major who wants to connect with another makerspace The engineer who wants to make something for herself but doesn’t have the tools Capacity: five people

The computer science major who wants to connect with another makerspace The engineer who wants to make something for herself but doesn’t have the tools Capacity: five peopl

Environmental Qualities (Lighting, Ventilation)

Near windows for natural light 8 recessed LED can lights One task lighting for every individual desk

Near windows for natural light 8 recessed LED can lights One task lighting for every individual desk

Architectural Features (built-in: equipment, sub-spaces)

Five individual height-adjustable desks Each desk separated by flexible partitions Two electrical outlets below each desk (total of 10 outlets)

Five individual height-adjustable desks Each desk separated by flexible partitions Two electrical outlets below each desk (total of 10 outlets)

Accessibility (Physical, Auditory, Cognitive, Auditory)

Fives ergonomic rolling chairs Flexible partitions Close proximity to machinery and tools for easy access Glare reduction Easily cleanable surfaces for high volume of user turnaround

Five ergonomic rolling chairs Flexible partitions Close proximity to machinery and tools for easy access Glare reduction Easily cleanable surfaces for high volume of user turnaround

Five ergonomic rolling chairs Five lamps (task lighting)

Five ergonomic rolling chairs Five lamps (task lighting)

Fixtures, furniture, and equipment (FF&E)

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Detailed Program Shared Workspaces Phase 1

Phase 2

Goals (General Goals, Organizational Change Goals)

Facilitate access to the resources (physical, virtual, and human) which users need to carry out their projects Encourage creativity and ideation through collaboration and work Bring people of various background, interests, skill levels together Encourage users to be comfortable with experimentation and failures

Facilitate access to the resources (physical, virtual, and human) which users need to carry out their projects Encourage creativity and ideation through collaboration and work Bring people of various background, interests, skill levels together Encourage users to be comfortable with experimentation and failures

Users (Compatible Personas, Capacity)

The computer science major who wants to connect with another makerspace The engineer who needs a meeting space for his project team The engineer who wants to make something for herself but doesn’t have the tools The intimidated but curious hotelie who has an eye for design Capacity: 16 people

The computer science major who wants to connect with another makerspace The engineer who needs a meeting space for his project team The engineer who wants to make something for herself but doesn’t have the tools The intimidated but curious hotelie who has an eye for design Capacity: 48 people

Environmental Qualities (Lighting, Ventilation)

Ambient lighting Adjustable and dimmable task lighting (that doesn’t obstruct views across the table) Access to natural daylighting

Ambient lighting Adjustable and dimmable task lighting (that doesn’t obstruct views across the table) Access to natural daylighting

Architectural Features (built-in: equipment, sub-spaces)

Medium load sub-flooring Easily cleanable, low maintenance, non-porous, non-slip flooring 8 floor-sourced electrical outlets per table and located beside tables (but not below tables)

Heavy load sub-flooring Easily cleanable, low maintenance, non-porous, non-slip flooring 24 floor-sourced electrical outlets per table and located beside tables (but not below tables)

Accessibility (Physical, Auditory, Cognitive, Auditory)

No sharp corners Tabletops should be between 23’’ and 38” off the ground At least one desk/table should be stationary Surfaces should allow for contrast with tools and materials High contrast between flooring material and wall colors

No sharp corners Tabletops should be between 23’’ and 38’’ off the ground At least one desk/table should be stationary Surfaces should allow for contrast with tools and materials High contrast between flooring material and wall colors

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porous Dropped ceiling above the receptionist table to emphasize entrance and serve as landmark

Detailed Program High contrast between flooring Accessibility material and wall colors (Physical, Auditory, No sharp corners for reception desk Shared Workspaces Cognitive, Auditory)

Phase 1 Fixtures, furniture, and equipment (FF&E)

16 ergonomic and movable chairs (or stools) Four shared worktables 8 outlets per table At least 9 sqft of table space per person; at least 45 sqft tabletops Scratch-resistant and water-resistant FFE Storage integrated into furniture

High contrast between flooring material and wall colors No sharp corners for reception desk

Phase 2 48 ergonomic and movable chairs (or stools) Six shared worktables 16 outlets per table At least 9 sqft of table space per person; at least 72 sqft tabletops Scratch-resistant and water-resistant FFE Storage integrated into furniture

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Detailed Program Project Storage Phase 1

Phase 2

Goals (General Goals, Organizational Change Goals)

Facilitate access to the resources (physical, virtual, and human) which users need to carry out their projects To provide a secure, organized space to store tools and projects for users that are working over a period of time

Facilitate access to the resources (physical, virtual, and human) which users need to carry out their projects To provide a secure, organized space to store tools and projects for users that are working over a period of time

Users (Compatible Personas, Capacity)

The computer science major who wants to connect with another makerspace The engineer who needs a meeting space for his project team The engineer who wants to make something for herself but doesn’t have the tools The intimidated but curious hotelie who has an eye for design Capacity: N/A

The computer science major who wants to connect with another makerspace The engineer who needs a meeting space for his project team The engineer who wants to make something for herself but doesn’t have the tools The intimidated but curious hotelie who has an eye for design Capacity: N/A

Environmental Qualities (Lighting, Ventilation)

N/A

N/A

Architectural Features (built-in: equipment, sub-spaces)

35 sqft of height-adjustable shelving 30 sqft of lockers

40 sqft of height adjustable shelving 100 sqft of lockers

Accessibility (Physical, Auditory, Cognitive, Auditory)

Storage solutions should be elevated at least 15’’ off the floor

Storage solutions should be elevated at least 15’’ off the floor

Fixtures, furniture, and equipment (FF&E)

N/A

N/A

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Detailed Program Machines Area Phase 1

Phase 2

Goals (General Goals, Organizational Change Goals)

Provide an area where beginners and experts alike can fabricate, prototype, and experiment Encourage users to be comfortable with experimentation and failures

Provide an area where beginners and experts alike can fabricate, prototype, and experiment Encourage users to be comfortable with experimentation and failures

Users (Compatible Personas, Capacity)

The computer science major who wants to connect with another makerspace The engineer who wants to make something for herself but doesn’t have the tools The intimidated but curious hotelie who has an eye for design Capacity: four people

The computer science major who wants to connect with another makerspace The engineer who wants to make something for herself but doesn’t have the tools The intimidated but curious hotelie who has an eye for design Capacity: eight people

Environmental Qualities (Lighting, Ventilation)

Movable arm LED task lighting One exhaust blower with outlet to outdoors

Movable arm LED task lighting One exhaust blower with outlet to outdoors

Architectural Features (built-in: equipment, sub-spaces)

One laser cutter Sound abatement material in walls Acoustic wall materials One 4-foot by 6-foot pegboard for tools storage

Two laser cutters (one large, one small) Sound abatement material in walls Acoustic wall and furniture materials Two 4-foot by 6-foot pegboard for tools storage One built in lockable cabinet with drawers and labels for materials storage

Accessibility (Physical, Auditory, Cognitive, Auditory)

One sign for each machine, describing operation Audio descriptions for machines for different hearing abilities Two wheelchair accessible worktables One light indicating at least one machine is running

One sign for each machine, describing operation Audio descriptions for machines for different hearing abilities Four wheelchair accessible worktables LED overhead signs to signal individual machines in use (one per machine)

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porous Dropped ceiling above the receptionist table to emphasize entrance and serve as landmark

Detailed Program Accessibility (Physical, Auditory, Machines Area Cognitive, Auditory)

High contrast between flooring material and wall colors No sharp corners for reception desk

Phase 1 Fixtures, furniture, and equipment (FF&E)

Two Gel mats for long periods of standing Two 3D printers, Two soldering irons, six rolls solder, two arduino microcontrollers, two Raspberry pi microcontrollers prototyping materials (20 boards of cardboard, 2000 popsicle sticks, 500 sticks of hot glue, Two hot glue guns, Legos) Four stationary and highly durable stools Two 3-foot by 8-foot durable, stationary, and light-colored workbenches One freestanding lockable cabinet with drawers and labels for materials storage Labels should be tailored to stored items and easily identifiable

High contrast between flooring material and wall colors No sharp corners for reception desk

Phase 2 Four gel mats for long periods of standing One drill press, six handheld drills, six hammers Four 3D printers, eight soldering irons, 50 rolls of solder, six arduino microcontrollers, six Raspberry pi microcontrollers Prototyping materials (100 boards of cardboard, 10000 popsicle sticks, 1250 sticks of hot glue, four glue guns, Legos) Eight stationary and highly durable stools Four 3-foot by 8-foot durable, stationary, and light-colored workbenches Labels should be tailored to stored items and easily identifiable

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Detailed Program Testing Zone Phase 1

Phase 2

Goals (General Goals, Organizational Change Goals)

Facilitate access to the resources (physical, virtual, and human) which users need to carry out their projects Provide an open space where makers can test their creations

Users (Compatible Personas, Capacity)

The computer science major who wants to connect with another makerspace The engineer who wants to make something for herself but doesn’t have the tools The intimidated but curious hotelie who has an eye for design Capacity: five

Environmental Qualities (Lighting, Ventilation)

Ambient lighting Acoustic ceiling materia

Architectural Features (built-in: equipment, sub-spaces)

N/A

Accessibility (Physical, Auditory, Cognitive, Auditory)

Non glare inducing flooring

Fixtures, furniture, and equipment (FF&E)

Durable, non-slip and easily cleanable flooring Different flooring material or color to designate this space Two 3-foot wide moveable partitions PPE in proximity to testing zone

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Detailed Program Conversation Space Phase 1

Phase 2

Goals (General Goals, Organizational Change Goals)

Facilitate access to the resources (physical, virtual, and human) which users need to carry out their projects Bring people of various backgrounds, interests, and skill levels together To provide a space that facilitates conversation and collaboration

Users (Compatible Personas, Capacity)

The computer science major who wants to connect with another makerspace The engineer who wants to make something for herself but doesn’t have the tools The intimidated but curious hotelie who has an eye for design The engineer who needs a meeting space for his project team Capacity: five

Environmental Qualities (Lighting, Ventilation)

Ambient lighting One stand task light

Architectural Features (built-in: equipment, sub-spaces)

Acoustic wall and ceiling treatments Four floor-based outlets

Accessibility (Physical, Auditory, Cognitive, Auditory)

N/A

Fixtures, furniture, and equipment (FF&E)

Two movable acoustical partitions with writable surfaces One bench seat to accommodate two people Three high-backed lounge chairs One stationary coffee table

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Detailed Program Conference Room Phase 1

Phase 2

Goals (General Goals, Organizational Change Goals)

Make it easy for everyone, regardless of expertise or field, to work on projects of their own design Bring people of various backgrounds, interests, and skill levels together To provide a private, enclosed space that allows users to gather and meet regarding projects, events, and discussions.

Users (Compatible Personas, Capacity)

The engineer who needs a meeting space for his project team The computer science major who wants to connect with another makerspace The engineer who wants to make something for herself but doesn’t have the tools The intimidated but curious hotelie who has an eye for design Capacity: 12 people

Environmental Qualities (Lighting, Ventilation)

Dimmable ambient lighting Individual thermostat in case the room exceeds full capacity

Architectural Features (built-in: equipment, sub-spaces)

Eight electrical outlets Sound abatement materials in and on walls Wall mounted writable surface Semi-transparent wall materials separating conference space from rest of makerspace Height-adjustable mechanical-powered blackout and semitranslucent blinds

Accessibility (Physical, Auditory, Cognitive, Auditory)

ADA-compliant conference table Doorway wider than 3-feet

Fixtures, furniture, and equipment (FF&E)

HD group video-conferencing system One widescreen TV 12 ergonomic rolling chairs Two tables equipped with at least four electrical outlets each

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Detailed Program Media Room Phase 1

Phase 2

Goals (General Goals, Organizational Change Goals)

Facilitate access to the resources (physical, virtual, and human) which users need to carry out their projects To provide an accommodating work area that allows users to integrate technology into facilitating their creations and projects.

Users (Compatible Personas, Capacity)

The computer science major who wants to connect with another makerspace The engineer who wants to make something for herself but doesn’t have the tools The intimidated but curious hotelie who has an eye for design Capacity: 12 people

Environmental Qualities (Lighting, Ventilation)

Ambient lighting One stand task light

Architectural Features (built-in: equipment, sub-spaces)

Dimmable ambient lighting Five task lights for each desktop Height-adjustable mechanical-powered blackout and semitranslucent blinds 20 electrical outlets in one electrical strip integrated into desk (five groups of four outlets located between desktops)

Accessibility (Physical, Auditory, Cognitive, Auditory)

Five Adjustable height desks for computers (one per desktop) Tilt adjustable monitors

Fixtures, furniture, and equipment (FF&E)

Five ergonomic rolling chairs (one per desktop) Four rolling stools for users to pull-up to desktop area and collaborate with desktop users 15’ x 25’ greenscreen 20’x10’ white cotton muslin backdrop HD group video-conferencing system B&W and color printer with capability of printing various sizes up to Tabloid and on glossy photo paper Five desktop computers with specialized software geared towards design and video editing One plotter

*Specialized software will be accessible on laptops cased in a cart located in the entrance

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Detailed Program Experimental Kitchen Phase 1

Phase 2

Goals (General Goals, Organizational Change Goals)

Encourage and inspire all potential users see themselves as “makers” Make it easy for everyone, regardless of expertise or field, to work on projects of their own design Provide a space and tools where makers can experiment with culinary projects at a small scale.

Users (Compatible Personas, Capacity)

The engineer who needs a meeting space for his project team The computer science major who wants to connect with another makerspace The engineer who wants to make something for herself but doesn’t have the tools The intimidated but curious hotelie who has an eye for design Capacity: six

Environmental Qualities (Lighting, Ventilation)

Recommended overall minimum lighting level of 45 foot candles.

Task lighting over food preparation and cooking areas under wall-mounted cabinets Vent hoods over stove top

Architectural Features (built-in: equipment, sub-spaces)

Subspaces Foods: storage for groceries (non-perishable items, refrigerated and frozen foods) Dishes: storage for dishes, glasses, cutlery, and other appliances Cleaning: area for recycling/waste management with recycling bins and trash cans, and space for household cleaning items Food preparation: main work area with easy access to utensils, knives, small appliances, cutting boards, mixing bowls, etc.

Cooking: storage for pots, pans, bakeware, cooking racks, etc.

Equipment Non-porous, heat-resistant, durable and easily cleanable countertop and backsplash 8’ x 4’ island countertop Non-slip and easily cleanable flooring At least 24 sqft of heat-resistant finishing cabinets for pots, pan, and utensils storage One large oven One standard induction cooktop

Accessibility (Physical, Auditory, Cognitive, Auditory)

One GFCI duplex outlet for every 2 feet of counter space Countertops and shelf space within range of reach of 23’’ and 38’’ off the ground

Fixtures, furniture, and equipment (FF&E)

Hydroponic herb garden Four bar stools One large microwav

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Detailed Program Kitchen Storage Phase 1

Phase 2

Goals (General Goals, Organizational Change Goals)

Encourage and inspire all potential users see themselves as “makers” Make it easy for everyone, regardless of expertise or field, to work on projects of their own design To provide a secure, organized space to store culinary projects for users that are working over a period of time

Users (Compatible Personas, Capacity)

The computer science major who wants to connect with another makerspace The engineer who wants to make something for herself but doesn’t have the tools The intimidated but curious hotelie who has an eye for design Capacity: N/A

Environmental Qualities (Lighting, Ventilation)

Ambient lighting (motion-sensored) Small ventilation fan

Architectural Features (built-in: equipment, sub-spaces)

15 sqft continental freezer 20 sqft of height adjustable steel shelves Non-slip and easily cleanable flooring Two GFCI duplex outlets for freezers System must support electrical load of appliances

Accessibility (Physical, Auditory, Cognitive, Auditory)

Storage solutions should be elevated at least 15’’ off the floor

Fixtures, furniture, and equipment (FF&E)

Large bins and trays

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Detailed Program Outdoor Area Phase 1

Phase 2

Goals (General Goals, Organizational Change Goals)

Make it easy for everyone, regardless of expertise or field, to work on projects of their own design Encourage users to be comfortable with experimentation and failures To provide an open and airy space where users can conduct pilot testing, and also take a break, relax, and convene

Users (Compatible Personas, Capacity)

The computer science major who wants to connect with another makerspace The engineer who wants to make something for herself but doesn’t have the tools The intimidated but curious hotelie who has an eye for design Capacity: five

Environmental Qualities (Lighting, Ventilation)

Natural Lighting Six recessed can LED lights Outdoor lamps

Architectural Features (built-in: equipment, sub-spaces)

Semi-transparent partition between the outdoor area and the rest of the outdoors Two weather-resistant and scratch-resistant worktables that can be used for painting Four weather-resistant and plastic-enclosed outlets

Accessibility (Physical, Auditory, Cognitive, Auditory)

No light reflective materials on worktables or chairs to reduce glare Ramp to entrance of outdoors

Fixtures, furniture, and equipment (FF&E)

Two non-mobile chairs with openings in the chair back.

Outdoor work bench Straight edge moveable but attached to one of the worktables

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Appendix

51

Meeting with Client: Camille Andrews on 9/12/16 Title: User Engagement Librarian Who uses the current space?

Staff, professors, students, etc. Project teams and workshops. Should be open to EVERYBODY (not majorspecific) - need to make it clear to users so they aren’t intimidated to use the space How do you envision the social atmosphere of this particular makerspace? How will people interact with each other and equipment in the space?

Collaboration and individual work. Collaborative spaces may include projector, whiteboards/smartboards, TV monitor. It may depend on set of tools being used (for example, soldering may require more collaborative space because new users may want to seek help from experienced users).

What type of equipment/tools would be used within the makerspace? (Robotics, 3D printing, soldering, welding, milling, etc.)

Don’t know what exact tools/equipment, but we should consider putting all the technical heavy machinery in the back so it’s less intimidating (have greeter at the front to be more welcoming), have minimum footprint for machines, and incorporate fume extractors.

Should this space be expandable/reconfigurable in order to host other events such as a hackathon?

It is extremely important that it is a flexible space. Mobile chairs and tables (be able to push them all out of the way) Tables built into walls (like a Murphy bed). Can push all chairs and tables to the side and alternate between open workspace and classroom. Mobile laptop carts (can wheel laptops in when needed) Will there be supervision in the space while it is in use?

Ideally have one staff in supervision who can also do all the training. Place the supervisor/greeter at the front (makes a lot of difference). A consideration is that they are lacking in staffing.

Will people be required to prove their proficiency of working with heavy equipment?

NEED to prove proficiency (especially with the more tech-heavy machinery) by having regular training sessions and go through a course to obtain CERTIFICATION. Can have orientation in the beginning, and then have consultation to look up in a directory to see if the user has been certified or not.

Have you already established hours of operation?

Yes, currently have established hours for “Tinker Thursdays” and “Fabrication Fridays” at Mann Library (around 12-1pm). Currently have only 4 people, which is why hours are so limited.

Will the space be open to the public at all hours of operation?

Only some hours of the day. May be able to access spacWe off-hours with permission. Ex: project team with supervisors who know how to use machinery. Ex: business team wanting to do team building with legos In your opinion, what is the most important aspect of the the Blue Lab makerspace? (ex: safety, collaboration, …)

Anybody is welcome.

Community and inclusion Sense of experimentation and innovation and fun (it’s okay to fail).

Minimal footprint and ventilation.

Welcoming attitude is important Storage Prevent equipment loss Communications

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Meeting with Client: Jeremy Cusker on 9/21/16 Title: Earth Science and Engineering Outreach Librarian Who uses the basement in Carpenter Hall?

Systems Lab, Maker Club, CUSD, etc.

What are your main considerations for a makerspace?

Ventilation, air change and environmental health. Air change meaning drilling through the slate walls which is not great. Currently changes by opening windows.

Safety, staffing and supervision Noise — the space is adjacent to the library space A space to introduce people to making — not aimed at becoming heavy duty machine space that requires expertise (what Rhodes Hall is for) From facilities standpoint, trying to maximize building use/function — spaces should aim to have around-the-clock use Can get crowded quickly Storage is locked and used by cornell annual fund Ventilation in blue lab and meeting room is better than in most rooms but not enough Who currently runs the Blue Lab and the meeting space?

Blue Lab is run by CIT not library — software on those computers are on CIT website not library one.

Blue Lab used as general computer lab, call center for Cornell Annual Fund, and CS classes.

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Summary of Interviews Gregory Stepaniouk

Xin Wen

Major: Applied and Engineering Physics Year: Junior Hobbies? Skiing, music, art, algorithmic trading, experimenting with technology

Major: Biology Year: Sophomore Hobbies? Singing, dancing, arts (ceramics)

What kind of homework do you usually get assigned?

Problem sets, lab write-ups Do you even feel the desire to work on a group project?

Alone on a project? Or just tinker with some equipment?

It depends on the type of project. If it is something purely creative I prefer to work alone, but for more structured things I find groups enjoyable. Learning to use any sort of specialized equipment is usually interesting for me.

Have you ever wanted to make something but didn’t have the know how, space, or equipment to do so?

Yes, at home I have a bunch of tools and materials in my garage that are nice to have constant access to. At school it is harder to find these resources.

What would you want in a makerspace?

A variety of materials and equipment, lots of workbench space, relaxed environment, stays open late What kind of noise level do you prefer while working? Does white noise/ambient noise bother you?

Noise usually doesn’t bother me, but it might be good to have a separate section for power tools since they can get pretty loud.

What kind of homework do you usually get assigned? Mostly comprehension (worksheets) and sometimes creativity based Do you even feel the desire to work on a group project?

Alone on a project? Or just tinker with some equipment?

Often alone Have you ever wanted to make something but didn’t have the know how, space, or equipment to do so? All the time What would you want in a makerspace? Good, bright natural lighting with simple but elegant aesthetics.

What kind of noise level do you prefer while working? Does white noise/ambient noise bother you? I like having a small amount of ambient noise.

Where do you find inspiration? Nature If you could build anything what might it be? (2D or 3D) I would like to work with glass- perhaps make vessels Would it be valuable to you to have a view of the outdoors from a makerspace? Very much so!

How would you feel about making noise in a room adjacent to a library?

As long as minimal amounts of sound are reaching the library I don’t really see a problem.

Where do you find inspiration?

Mainly on the internet through articles, blogs, forums, social media, etc If you could build anything what might it be? (2D or 3D) I would buy an old Japanese car and do a lot of custom fabrication to modify it.

Would it be valuable to you to have a view of the outdoors from a makerspace?

I think windows with natural light coming in are really important.

A view would be great, but I don’t see it as a big priority.

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Summary of Interviews Matt Habel

Anisha Luthra

Major: CS in Engineering Year: Junior Hobbies? Reading, smash bro’s, programming in free time, hiking

Major: ECE but changing to bio and minoring in cs Year: Junior Hobbies? Bubble tea, dancing, cooking

What kind of homework do you usually get assigned?

Majority are small projects focused on cs. For internships had large systems had to build (giant systems that have to work with many clients trying to interact with it- a lot of input that give out output) Do you even feel the desire to work on a group project? Alone on a project? Or just tinker with some equipment?

Unless if it’s something small then definitely group! You get more perspective and it’s faster and better. No. comfortable doing it and applying it. But not for fun or during free time.

Have you ever wanted to make something but didn’t have the know how, space, or equipment to do so?

Software related- lacking motivation to finish his projects (never get’s past difficult part) it’s hard to deal with difficult What would you want in a makerspace?

Looked at google’s makerspace and wasn’t interested. Isn’t much of an idea person. Want’s to work on more challenging things that are more interesting. It’s hard to do the challenging thing by yourself and more people are focused on their own stuff What kind of noise level do you prefer while working? Does white noise/ambient noise bother you?

Not quite How would you feel about making noise in a room adjacent to a library?

Likes noise Where do you find inspiration?

See’s funny things and then leads to coming up with stupid ideas and takes away the stupid

What kind of homework do you usually get assigned?

ECE - was mostly problem sets for core classes and projects more relatable to the majors. FPTA board- software where you code and it tells you what you do. Bread boards Do you even feel the desire to work on a group project?

Alone on a project?

If everyone is nice then group projects are good. But prefer alone Do you like to tinker with some equipment?

I used to back in high school but since coming to Cornell I stopped because no time Have you ever wanted to make something but didn’t have the know how, space, or equipment to do so?

I want to do things but don’t have time. Since switching majors i might have more time What would you want in a makerspace?

On one hand that would be stress relievers (ex: drawing) but on the other hand have R (coding language) or MATLAB in general What kind of noise level do you prefer while working? Does white noise/ambient noise bother you?

Not completely quiet but not too loud How would you feel about making noise in a room adjacent to a library?

Wouldn’t care but if I was in the library then I might care. If it’s not too loud then it’s okay Where do you find inspiration?

Sister, part of spiritual community

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Summary of Interviews Allie Long

Curtis Kwan

Major: Civil Engineering Year: 2017 Hobbies? Drawing/Painting, Hiking/Running/Spinning, Crafting

Major: Electrical and Computer Engineering Year: 2017 Hobbies? Baking/cooking, tennis, basketball

What kind of homework do you usually get assigned?

Problem Sets, Group Projects

What kind of homework do you usually get assigned?

Lab, problem sets

Do you even feel the desire to work on a group project? Alone on a project? Or just tinker with some equipment?

Yes, both alone and in a group setting.

Do you even feel the desire to work on a group project?

Alone on a project? Or just tinker with some equipment?

Yes, I love working on a group project. I enjoy a lot collaborating with other students and being able to combine our expertise into a final product. I prefer working in a group over alone because we are able to accomplish more in a shorter time frame and be able to see quick results.

Have you ever wanted to make something but didn’t know how, or have the space or equipment to do so?

Yes, I like to build decorative things but rarely have the equipment when I am at school.

What would you want in a makerspace?

Tools and saws and such for basic carpentry projects What kind of noise level do you prefer while working?

Does white noise/ambient noise bother you?

I like to blast music while I work. If I cannot blast music, I like white noise.

How would you feel about making noise in a room adjacent to a library?

I would feel like I am being rude and inconsiderate.

Where do you find inspiration?

Others’ workshops, Pinterest, others’ homes If you could build anything what might it be? (2D or 3D) 2D: A charcoal drawing for my room 3D: A nightstand Would it be valuable to you to have a view of the outdoors from a makerspace?

I would enjoy it but it is not necessary.

What tools would you want in your makerspace?

Tools and saws and such for basic carpentry projects

Have you ever wanted to make something but didn’t have the know how, space, or equipment to do so?

Yes, I have wanted to write an android application but did not have the experience. Luckily at cornell I was able to find a few friends that are also interested and have previously worked on similar projects. In my case, space and equipment was not a big issue since all we needed were our computers.

What would you want in a makerspace?

I would like an efficient and open environment where I can quickly get access to the equipment i need and connect to the people i work with.

What kind of noise level do you prefer while working? Does white noise/ambient noise bother you?

I like to work in complete silence. I get distracted really easily but outside noise however white noise/ ambient noise does not bother me a lot.

How would you feel about making noise in a room adjacent to a library?

I would feel okay as long as i am not inside the library.

Where do you find inspiration?

Things i see around me everyday and on the internet.

If you could build anything what might it be? (2D or 3D) 3D i like to see and feel the product i build Would it be valuable to you to have a view of the outdoors from a makerspace?

No, i like open spaces and being able to see the outside. I would hate to be in a space with no windows.

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Summary of Interviews Justin Selig & Christian from Cornell Make About Cornell Make: Began 4 years ago Give students access tools to work on engineering + other projects — artwork, woodworking, electrical engineering Social networking web platform (created by Justin) where students post projects to acquire help from others working on projects Fulfilling problem of connecting people with tools and equipment Site to launch in 2 weeks Looking to acquire actual spaces Website also meant to unify makerspaces and spread word about their existence Other Cornell makerspaces: Slope studio in WSH Becker House makerspace (Pop shop) Risley Art shops Libraries — Mann Places suggested for observation studies: Carpenter basement Mann Phillips Risley Slope Studio New ideas: Maker fair in Barton Hall hosted by Cornell Make Install live stream video of all campus makerspaces in each other (may solve supervision issue as well) Recommended design features based on other places they’ve seen: Ensure cleanliness and organization — lots of storage/cubbies Machines separate from product assembly and collaborative areas Standing tables and work tables with benches Minimizing needed movement in space to equipment/tools Lots of outlets General concerns: Most noise generated is from speech, not machines Problem of theft, supervision, and accountability of losses

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Rev: Ithaca Startup Works Tour Meeting With Bonnie Sandborn on 9/23/16

Title: Earth Science and Engineering Outreach Librarian How can we deal with issues regarding ventilation and machine usage in Carpenter?

Consider self ventilating laser cutters, non-toxic equipment and think of way to use the wall of windows to help ventilate.

How can we deal with issues regarding noise and sound disturbances with regards to the rest of library?

Reorganize space just outside of the Blue Lab so that spaces farther away are designated quieter spaces and closer ones are louder. Use sound abatement materials (n.b. put these materials underneath tables and surfaces, or behind partitions or whiteboards to dampen reverberating sounds).

Do you have any suggestions for equipment we should provide in the space?

3D doodle pen, cutting mats, legos, popsicle sticks, cardboard, clay, foam, wood sheets, sandpaper. See website for full list of equipment at REV as this may be a more exhaustive list.

How can we promote interactions between the makerspaces?

Encourage people to go to Uris makerspace to photograph their projects. Have photos, signs, etc. in the carpenter makerspace of other spaces.

Other considerations?

Plan for ability to add equipment in stages Bonnie suggests going into the Blue Lab and taping off area to get a better idea for space requirements, flow, placement, and invite prospective users to see it for feedback Lighting should be composed of both: LED lights are efficient and bright Try to balance of outside, ambient, and task lighting Create clear delimitations between spaces change flooring, lighting, furniture, etc. use the shape of furniture as a barrier or divider Opt for table surfaces that allow for high contrast and that can be roughed up Provide ample outlets Storage very important, as well as labelling, and having pegboards Mobile furniture should have locking caster wheels

Acoustical partitioning

Electrical outlet strip at workbench

Workbench, tool storage

Pegboard tool storage

Overhead acoustical tiles, with built in lighting

Worktable on locking casters with built in storage; also stools

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Observations: Dave’s Lab (Basement of Carpenter Hall)

Maker club storage in the stacks area

Testing Zone — space to spread out, assemble

Book stacks used for storage

Mix of computer/desks and larger table to spread things out

Makeshift meeting area

Delimited circulation paths installed (for code compliance) by maintenance staff in basement

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Survey Analysis A survey was generated and distributed through social networks and word of mouth.

Around 55 responses were received.

Questions Asked

Which of the following would you use if you had access (3D printer, Soldering, Welding, CNC milling, Breadboard, Robotics).

Do you work more in groups or individually? (On a scale from 1 to 5) When you’re doing hands-on work, what posture do you assume? (Sitting/Standing/On the ground), (Most of the time/ Sometimes/Rarely).

If you had access to training on the tools previously mentioned, would you take this opportunity? (Yes/No/Maybe), (Explain your answer).

If you said you would attend training sessions, how frequently would you dedicate time to go? (Multiples times a week/ Once a week/Once every two weeks/Once a month).

Which words do you associate with the word “maker”? (Creativity, Design, Intelligence, Entrepreneurship, Aesthetic, Function, Trial and Error, Schedule/Time punctuality, Messy, Strategic, Focus, Learning, Discovery, Other).

What do you envision a makerspace to contain?

Do you consider yourself a “maker”? Why or why not?

What kind of maker do you identify with most? (Graphic Artist/Programmer/Robotics/Electronics Enthusiast/Filmmaker/ Fine Artist/Digital 3D Modeler/Gamer/Lego Enthusiast/Physical Builder).

Responses Do you work more in groups or individually?

1

2

3

4

Which words do you associate with the word “maker”?

5

Which would you use if you had access to?

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Survey Analysis If you need access to training on the tools previously mentioned, would you take this opportunity?

If you said you would attend training session, how frequently would you dedicate time to go?

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Team Member Responsibility Matrix Amira

Charlotte

Dina

JJ

Jonathan

Mission Statement Programming Approach Executive Summary Context Summary of Programming Issues and Findings Goals, PRs, Concept Diagrams Adjacency Diagram Detailed Program

Interviews Formatting Line by Line

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Cusker, Jeremy. (2016). Client Meeting.

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Educause. (2013). 7 things you should know about makerspaces. Retrieved October 29, 2016 from https://net.educause.edu/ir/library/pdf/eli7095.pdf Emro, R. (2007, Spring). Planning for the best. Cornell Engineering, 6-11. Retrieved October 30, 2016 from https://www.engineering.cornell.edu/news/magazine/loader.cfm?csModule=security/getfile&PageID=15292 Fruciano, M. (2010). Laser exhaust system basics. The Engraver’s Journal, 36(1), 15.

General Services Administration. (2016). 2016 facilities standards (P100). Retrieved October 30, 2016 from http://www.gsa.gov/portal/mediaId/127494/fileName/P100_2016.action Haas CNC. (2016). Interactive mill operator’s manual, Machine noise limits. Retrieved October 31, 2016 from https://diy.haascnc.com/interactive-mill-operators-manual Heschong, L. (2002). Daylighting and human performance. ASHRAE Journal, 44(6), 65.

Retrieved October 24, 2016 from http://search.proquest.com/docview/220443029?accountid=10267 Hua, Y., Oswald, A., & Yang, Xiaodi. (2011). Effectiveness of daylighting design and occupant visual satisfaction in a LEED gold laboratory building. Building and Environment, 46(1), 54-64. Retrieved November 2, 2016 from http://www.sciencedirect.com.proxy.library.cornell.edu/science/article/pii/S0360132310002052 Jaffe, C & Cooper, R. (2000). Architectural acoustics. In The architect’s handbook of professional practice (1-7). Hoboken, NJ: John Wiley & Sons, Inc. Matisons, M. (2016). Reduce your 3D printer noise. Retrieved October 16, 2016 from https://3dprint.com/129392/3d-printer-noise-reduction/ Meyers-Levy, J., & Zhu, R. (2007). The Influence of ceiling height: The effect of priming on the type of processing that people use. Journal of Consumer Research, 34(2), 174-186. http://dx.doi. org/10.1086/519146 National Disability Authority. (2012). The 7 principles of universal design. Retrieved October 15, 2015 from http://universaldesign.ie/What-is-Universal-Design/The-7-Principles/ Ocken, J. (2016). The Power to Streamline. Retrieved October 14, 2016 from http://www.iida.org/content.cfm/the-power-to-streamline Sanborn, B. (2016). Client meeting.

Society of Light and Lighting. (2012). Lighting for people who are visually impaired. Factfile, 8. Retrieved October 20, 2016 from http://www.cibse.org/getmedia/a69b8cdf-3e8f-4962-925e-e8c0e8a9ff02/Lighting.

Steelcase. (2015). Making way for making in education. Retrieved October 14, 2016 from https://www.steelcase.com/insights/articles/making-way-making-education/ Tech Target. (2011). A-weighted decibels (dBA, or dBa, or dB(a)). Retrieved October 14, 2016 from http://whatis.techtarget.com/definition/A-weighted-decibels-dBA-or-dBa-or-dBa The Center for Universal Design, North Carolina State University. (1997). The principles of universal design.

ASHRAE. (2009). Indoor air quality guide. Retrieved October 25, 2016 from http://cms.ashrae.biz/iaqguide/pdf/IAQGuide.pdf?bcsi_scan_C17DAEAF2505A29E=0&bcsi_scan_ filename=IAQGuide.pdf

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